Special Places Explored

Overview

Duration: 45 minutes
Class Size: 28 students
Age Group: EYFS & Year 1
Unit: Sacred Spaces Explored (Lesson 1 of 10)
Curriculum Link: National Curriculum for England – Religious Education (RE)
Theme: Personal Special Places

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Learning Objectives

By the end of this lesson, pupils will:

• Talk about a place that is special to them, expressing their feelings and reasons why it is special.
• Recognise that people have different special places that hold meaning for them.
• Develop speaking and listening skills by sharing their personal narratives.
• Create a simple visual representation (drawing) of their special place.

Curriculum Links

• EYFS Framework (2021):

  • Personal, Social and Emotional Development: Children talk about their feelings and ideas.
  • Communication and Language: Engage in story times and express themselves effectively.
  • Understanding the World: Talk about past and present events in their own lives.

• Year 1 National Curriculum for England – RE:

  • AT1 Learning about religion: Pupils explore beliefs and how they are expressed.
  • AT2 Learning from religion: Pupils talk about their own experiences and feelings, recognising that others may think differently.
  • Develop understanding of how places can be special or sacred to people (linked to beliefs and values).

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Resources Needed

• Large paper or individual drawing sheets (A4 size)
• Crayons, coloured pencils, or felt tip pens
• Soft carpet or circle-time seating space
• Visual aids: photos or images of different 'special places' (e.g., home, garden, park, church, mosque, synagogue, temple) – optional for stimulus
• “Talking object” (e.g., a soft toy) to pass around during discussions to encourage turn-taking
• Display board to feature final drawings and children’s simple captions

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Lesson Structure

1. Introduction and Circle Time Discussion (10 minutes)

Objective: Activate prior knowledge and introduce the concept of ‘special places’.

• Gather all 28 pupils in a circle on the carpet.
• Use the ‘talking object’ to ensure everyone has a turn to speak.
• Begin with a gentle question: “Can you think of a place that is very special to you?”
• Model your own example briefly: “My special place is my garden because I feel happy and safe there.”
• Encourage a few volunteers (3-4 children) to share a place that’s special to them and why, prompting gently with questions about feelings and memories.
• Reinforce the idea that special places can be anywhere — at home, school, a park, or a place of worship.
• Introduce simple religious special places briefly, linking to the unit's sacred spaces theme (e.g., “Some people have special buildings they visit because they are important to their beliefs.”).

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2. Main Activity: Drawing My Special Place (20 minutes)

Objective: Express personal meaning through art and language.

• Hand out individual drawing sheets and colouring materials.
• Encourage children to draw their special place — this can be indoors, outdoors, a place at home, or anywhere they feel happy.
• Circulate around the room to support children who need help, asking open questions like:
  • “Can you tell me about what you are drawing?”
  • “Why is this place special to you?”
• Once drawings are complete, encourage the children to add a simple caption or sentence with adult help if needed. For example: “This is my grandma’s house. I like it because she reads me stories.”
• For EYFS children who cannot write yet, scribe their captions while they dictate their words.

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3. Sharing and Reflection (10 minutes)

Objective: Develop speaking and listening skills; recognise diverse perspectives.

• Reconvene the class in a circle.
• Invite volunteer pupils to share their drawing and explain why their place is special.
• Encourage positive listening by reminding children to look, listen, and respond kindly.
• Optionally, place all drawings on a display board or wall labelled “Our Special Places”.

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4. Plenary and Assessment (5 minutes)

Objective: Recap learning and check understanding.

• Ask simple recap questions:
  • “What kinds of places did we talk about today?”
  • “Why do people have special places?”
• Use thumbs up/down or a simple smiley face chart for children to indicate if they understood the lesson.
• Identify 3-4 students who demonstrated confidence talking about their place and 3-4 who showed good listening skills as formative assessment.
• Note any children who may need additional support or follow-up in upcoming lessons.

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Differentiation & Inclusion

• Support: Use adult support or peer buddy to aid children with communication difficulties during speaking activities.
• Extension: Encourage more confident children to name feelings linked to their special place (e.g., happy, safe, calm).
• Language: Use visual aids and gestures to support understanding for EAL pupils.
• Sensory: Allow children to use tactile materials (felt, fabric) to create their special place if drawing presents a challenge.

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Reflection for Teachers

• Observe children’s ability to connect emotionally with the concept of a ‘special place’.
• Monitor engagement level during circle time; gentle encouragement may be needed for shy or hesitant speakers.
• Use this lesson as a baseline to inform the follow-up lessons in the unit on ‘Sacred Spaces’.
• Consider using children’s artwork in a virtual gallery or classroom book to celebrate learning.

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Note: This lesson fully aligns with the early KS1 requirements and EYFS statutory framework, developing personal, social, emotional, communication, and religious understanding foundations related to personal identity and sacred spaces.